The researcher investigated the difference between the implementation of Positive Behavioral Interventions and Supports (PBIS) and student achievement scores and the number of failing grades in a Midwest United States suburban public middle school through a mixed methods research study. The collected and analyzed secondary data to complete quantitative research included numbers of office discipline referrals and failing grades, average daily attendance percentages, and percentages of students scoring proficient or advanced on the Missouri Assessment Program tests. Staff members, during the specified timeframe of the study, completed a Google Form survey and provided qualitative data.
The z-test for difference in proportions served to analyze the quantitative data. The results showed a difference in the number of office referrals, number of failing grades, and percentage of students scoring proficient or advanced on the Missouri Assessment Program; test pre-implementation of PBIS compared with the post-implementation numbers and percentages. Additional analysis did not indicate any difference in the average daily attendance percentage with pre- and post-implementation PBIS data.
Qualitative analysis returned evidence to suggest responses from staff members who worked at the school of study in the 2002–2003 school year, before the implementation of PBIS, were similar to the provided checkbox-type and linear-scale questions. The open-ended questions varied regarding specific strategies utilized and perceived as innovative and the execution of PBIS in the school under study. The researcher recommended future scholars expand to students in different middle school settings to provide additional data sets.
|Commitee:||Dickson, Kelly, Ricker, Timothy|
|School Location:||United States -- Missouri|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Middle School education, Education Policy|
|Keywords:||Behavioral interventions, School discipline, Student achievement|
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